Planning Treatment for Social Communication Deficits
Presented by Bonnie Brinton and Martin Fujiki
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Meet your instructors
Bonnie Brinton
Bonnie Brinton, Ph.D., is a professor in the Department of Communication Disorders at Brigham Young University (BYU), Provo, UT. Dr. Brinton has worked as a practicing speech language pathologist in school, clinic, and hospital settings. She has also worked as a research scientist at the University of Kansas, and an associate…
Martin Fujiki
Martin Fujiki, Ph.D., CCC-SLP, is professor and chair of the Department of Communication Disorders at Brigham Young University (BYU), Provo, Utah. He has practiced in the school setting as well as working as a research scientist at the University of Kansas and an associate professor at the University of Nevada, Reno. Dr.…
Chapters & learning objectives
1. Addressing the Most Important Behaviors
There are a plethora of potential treatment foci for children with disabilities. It is important to select those treatment targets that will contribute most to improved functioning within the child’s social world.
2. Structuring Intervention: Plan-Do-Review
Clinical resources are often limited, especially in terms of time. A plan-do-review structure can help focus instruction and maximize clinical input to enhance social communication.
3. Monitoring Performance
“Does it work?” is the bottom-line consideration for intervention. Evidence demonstrating efficacy of educational programs to enhance social communication in typically developing children is impressive. Research demonstrating efficacy for children with disabilities is preliminary. It is important to understand the factors that contribute to the efficacy of intervention.
4. Efficacy of a Social Communication Approach
Social communication is a complex and dynamic phenomenon. Since appropriate performance may be context dependent, it can be particularly challenging to chart progress and measure growth. A framework will be presented to assess behaviors in context over time.
